Students’ perceptions of the nature of technology and its relationship with science following an integrated curriculum

Abstract

The increased emphasis on implementing effective integrated STEM education calls for in-depth student understanding of the nature of each separate discipline. This study examined how South African Grade 9 and 10 students who had completed ‘Natural Sciences and Technology’ as a school subject, perceived technology and its relationship with science in a South African context. Data were collected using a questionnaire with open-ended and Likert-type questions. We utilised Mitcham’s typology of technology to analyse students’ descriptions of technology, in combination with Gardner’s framework to analyse how students perceived the relationships between science and technology. The results indicate that students hold narrow views of technology, mostly referring to technological objects and activities in their descriptions of technology, but neglecting technology as knowledge and volition. In terms of their perceptions of the relationship between science and technology, students hold several misconceptions. If we are to develop students’ scientific literacy and technological capability, we need to ensure that students have opportunities to reflect and engage with the nature of and interactions between science and technology.